Nadezhda Privalova
Didactic games for teaching sound analysis of words
Stage 1.
"How many sounds are there in a word "
Goal: development of phonemic hearing, creation of conditions for the formation in children of the skill of complete sound analysis of a word , relying on auxiliary means in the form of word .
Sound analysis of a word: what is it
First of all, it is worth giving a definition. So, sound analysis of a word is the determination of the order in which sounds are placed in a particular word and the characterization of their features.
Why do children need to learn to perform sound analysis of a word? To develop phonemic awareness, that is, the ability to clearly distinguish between sounds and not confuse words, for example: Tim - Dima. After all, if a child is not taught to clearly distinguish words by ear, he will not be able to write them down correctly. And this skill can be useful not only when studying the grammar of your native language, but also when studying the languages of other countries.
Children's helpline
Consultation for parents on preparing children to learn to read and write
"Sound analysis of the word."
Hello, dear parents ! I propose to talk about preparing children for learning to read and write , namely about conducting a sound analysis of words . Written speech is formed on the basis of oral speech. And the first steps to learning to read and write should not be familiarity with letters, but the acquisition of the sound system of the language .
Each of us will smile, remembering the “folk”
rule of the Russian language:
“as it is heard, so it is written
.
Indeed, if a child does not pronounce a sound correctly , it is unlikely that he will write it correctly in a notebook in the near future.
It is necessary to pay attention not only to the correct articulation of sound, but also to the child’s ability to isolate, that is, to hear sounds in a word .
This skill is developed through the systematic work of both teachers in kindergarten and parents at home in games such as: “Name the first sound in the word ”
,
“Choose
a word ” ,
“Catch
a sound ” ,
“Determine the position
of the sound in a word ” ,
“Find a place for the picture”,
etc.
Dear parents, remember:
1. Sound - we hear and pronounce.
2. We write and read letters.
3. Sounds are vowels and consonants.
Vowel sounds can be sung with a voice, while the air coming out of the mouth does not meet any obstacles. Consonant sounds are sounds that cannot be sung, because... the air coming out of the mouth when pronouncing them meets an obstacle.
There are six vowel sounds: A, U, O, I, E, Y
There are ten vowel letters: A, U, O, I, E, Y - corresponding to the sounds and four iotated, which indicate two sounds: Ya-ya, Yu-yu, E-ye, Yo-yo.
Vowel sounds are indicated in red on the diagram.
Consonant sounds are soft and hard.
Always hard consonants: Zh, Sh, Ts.
Always soft consonants: Y, Ch, Shch.
Hard sounds are indicated in the diagrams in blue, soft sounds in green.
Teaching children the sound analysis of words begins with determining the sequence of sounds in a word : this sequence must be identified by repeatedly pronouncing the word with intonation highlighting each sound . So, when analyzing the word “BEETLE”
the child must pronounce it three times:
“ZZHUK”
,
“ZHUUK”
,
“ZHUK”
.
In order for a child to analyze a phenomenon , it must be understandable and materially presented.
Let's draw a diagram of the sound composition of the word : in the word “house”
three
sounds - let's draw three cells. And we’ll give the child this card: a house is drawn on it, so that it’s clear what word we’ll be analyzing , and under the house there’s a diagram of this word : the child already knows that words consist of sounds .
We show him that the cells under the picture tell us how many sounds there are in the word . “How many cells?” - "Three". - “How many sounds are in a word ?” - “Also three.” - “Let's look for these sounds . Say the word home so that I hear the first sound .” Our child already knows how to do this - he learned it at the first stage of education . “D-house,” the baby diligently pronounces. - “What is the first sound ?” - “D.” - "Very good! Let’s cover the first cell with a chip, what sound ?” - “D.”
You can use any material as chips: cut squares out of white cardboard or take an old mosaic and select white or yellow elements from it. Don't take red, blue, green ones - you'll need them later.
So, in front of the child is a diagram of the sound composition of the word “house”
, in which the first cell is already closed. We can move on.
“Let’s now say the word “home”
so that we can hear the second
sound , the first d - we already know.” “do-oh-oh”
with him .
Here a diagram of the sound composition of a word : you need to pronounce the word and at the same time move your finger along the diagram and stop it for a long time on the second cell. We keep our finger on the second cell of the diagram, and you and your child spend a long time saying “do-o-oh”
.
“What is the second sound in this word ?” - "ABOUT!" - "Great! Let’s designate this sound with a chip !”
The child takes a chip exactly the same as the first one and places it on the second square. “You see,” you continue, “we already know two sounds in the word “house”
.
Let's find the last sound in this word . Say the word “house”
so that the last
sound “” is heard.
And again you run your finger along the almost completed word pattern and say : “house-mmm.” “What is the last sound in the word house-mmm ?” “Mmm,” the child answers and puts the last, third chip on the diagram.
This is the first time a sound analysis of a word .
It would be good to repeat it again. But how? Take off the chips and start over? This is not interesting for the baby! No, it’s better to play the game “Who is attentive.” “And now,” you say, “I will call the sound , and you will remove its designation from the diagram. Let's see how attentive you are. Please remove the sound designation “d ” (blue chip)
For this type of analysis , the child is offered words of three sounds : poppy, house, cheese, cat, whale, ball, beetle, onion, forest, cancer.
When working with a child, you need to remember all the time: we teach him the sound analysis of words , we teach him to listen attentively to the word , to hear the sounds and its components. Therefore, the child must name the sounds as they are heard in the word .
This type of work with sounds is especially important for children with speech impairments. If you see that your child cannot cope the sound analysis of a word games to develop phonemic awareness.
In the process of analyzing three sound words, remind your child about the presence of vowels and consonants in the language . First, ask him to find the vowel sound in the word and replace the neutral chip with a red one.
Then remember that consonant sounds are soft and hard: hard sounds are denoted by blue chips, and soft sounds by green chips. Thus, now when drawing up word , the child will use chips of three colors.
All characteristics of sounds are given ORAL (no need to write down)
.
If the child wants, arrange the model of the word in the form of an application, so that you can then show it to someone else (ask your grandparents to “guess”
what these
“mysterious squares”
).
The order of parsing words by sounds
When performing a sound analysis of any word, you must first place the stress and then divide it into syllables. Then find out how many letters are in the word and how many sounds. The next step is to analyze each sound step by step. After this, it is calculated how many vowels and how many consonants are in the analyzed word. At first, it is better for children to be given simple one-syllable or two-syllable words for analysis, for example their names: Vanya, Katya, Anya and others.
When the child has gradually figured out how to correctly carry out analysis using simple examples, it is worth complicating the analyzed word examples.
Progress of the game.
For this game you need to have a set of cards that shows a picture and a word in the form of squares and a set of yellow, red and blue squares. Children are asked to pronounce the word , determine the number of sounds in the word , and cover each sound with a yellow square. And then it is proposed to replace the yellow squares with red ones, where the vowel sound is , and with blue ones, where the consonant sound is .
Stage 4.
"Make a soundtrack "
Goal: development of phonemic hearing, teach children to conduct a sound analysis of a word , distinguish between vowels and consonants in a word , hard and soft sounds .
Sound analysis of a word: diagram
When working with very young children, special colored cards are used to better assimilate information.
With their help, children learn to create a sound analysis scheme.
The scarlet card is used to represent vowel sounds. Blue - hard consonants, green - soft. To indicate syllables, two-color cards in the same color scheme are used. With their help, you can teach your child to characterize sounds and whole syllables. You also need a card to indicate stress and a card to show the division of the word into syllables. All these designations, which help teach a child to make a sound analysis of a word (the diagram plays an important role in this), are approved by the official school curriculum in Russia.
Progress of the game.
For this game you need to have a set of cards that shows a picture and a word in the form of squares and a set of yellow squares. Children are asked to say the word (picture on card)
and determine the number
of sounds in a word . When pronouncing the word , each sound is covered with a yellow square.
Stage 2.
"Find the vowel sound "
Goal: development of phonemic hearing, teach children to conduct sound analysis of a word , find vowel sounds in a word .
Vowel sounds and their brief characteristics. Diphthongs
Before you start analyzing a word, it is important to know what features all phonetic sounds (vowels/consonants) have. When teaching children in the early stages, it is necessary to provide information only about the simplest properties; the child will learn everything else in high school.
Vowel sounds (there are six of them: [o], [a], [e], [s], [u], [i]) can be stressed/unstressed. Also in Russian there are letters that in a certain position can produce a pair of sounds - ё [yo], yu [yu], ya [ya], e [ye].
If they follow consonants, they sound like one sound and add softness to the preceding sound. In other positions (the beginning of a word, after vowels and “ъ” and “ь”) they sound like 2 sounds.
Progress of the game.
For this game you need to have a set of cards that shows a picture and a word in the form of squares and a set of yellow and red squares. Children are asked to pronounce the word , determine the number of sounds in the word , and cover each sound with a yellow square. And then it is proposed to say the word again and find sounds , the pronunciation of which there is no obstacle, these are vowel sounds .
Next, it is proposed to replace the yellow squares in the required cells with red ones.
Stage 3.
“What sounds are in a word ”
Goal: development of phonemic hearing, teach children to conduct sound analysis of a word , distinguish between vowels and consonants in a word .
Brief characteristics of consonants
There are thirty-six consonant sounds in our language, but they are represented graphically by only twenty-one characters. Consonants are hard and soft, as well as voiced and voiceless. They also may/may not form pairs.
The table below lists voiced and unvoiced sounds that can form pairs, and those that do not have this ability.
It is worth remembering: the consonant sounds [th`], [ch`], [sh`] are soft in any position, and the consonants [zh], [ts], [sh] are always hard. The sounds [ts], [x], [ch`], [sch`] are absolutely always unvoiced, [m], [n], [l], [р], [й`] are (sonorous) or voiced .
Soft and hard signs do not produce sounds. The soft sign makes the previous consonant soft, and the hard sign plays the role of a sound separator (for example, in Ukrainian the apostrophe plays a similar role).
Progress of the game.
For this game you need to have a set of cards that shows a picture and a word in the form of squares and a set of yellow, red, green and blue squares. Children are asked to pronounce the word , determine the number of sounds in the word , and cover each sound with a yellow square. And then replace the yellow squares with red ones, where the vowel sound is . Next, children identify hard and soft consonants and replace them with blue and green squares.
Games for the development of sound-letter analysis skills, the formation of phonemic hearing.
Games _
to develop skills in
sound-letter analysis, the formation of phonemic hearing.
1) Game " Rope "
Objective: to teach children to identify the initial and final sounds in words.
Description: One of the players names the word, the second comes up with a word based on its last sound, the third comes up with the last sound of this word, etc., for example: Julia - apple - autumn - threads - turkey, etc.
2) Game “ Listen and choose ”
Task: to teach the child to distinguish sounds that are similar to each other.
Equipment: words that sound similar.
Description. The game is played by ear. In front of the child are pictures with similar-sounding words (com, catfish, crowbar, house). The adult names the object, and the child picks up the corresponding picture.
3) Game “ Find the picture ”
Task: teach children to choose a picture with a word that begins with a given sound.
Equipment: subject pictures with words starting with a given sound, several pictures starting with other sounds.
Description. An adult lays out pictures on the table and gives instructions to the child that he must choose those pictures that depict words with a certain sound, for example the sound [M]. Then the adult names the pictures, and the child chooses the appropriate ones (sea, pillow, horse, milk, tank, bridge, candy, car, spider, telephone, flour, etc.)
4) Game " Sorting "
Task: to teach children to identify the initial sound in a word.
Equipment: subject pictures with words starting with different sounds.
Description. The adult lays out the pictures on the table, names them, then instructs the child that he must sort the pictures by their initial sound.
For example: [A] - aster, pineapple, stork, watercolor, etc. [U] - beehive, fishing rod, ear, snail, etc. d.
5) Game “Repeat after me
”
Task: to train children in sound analysis.
Equipment: series of words prepared by an adult, most of which contain a given sound, and the rest do not. The game uses words with vowels (A, O, U, I, Y) and consonant sounds that the child can pronounce correctly ([M-N], [D-T], [G-K], [B-P] , [V-F], [X]). For voiced consonant sounds [D], [B], [G], [V], the use of words in which these sounds come at the end and are deafened is not allowed.
6) Game “ Think, take your time ”
Objective: to teach children to hear the initial and final sounds in words.
Equipment: rows of pictures with a specific sound.
Description: An adult offers the child several tasks to test his intelligence:
- Choose a word that begins with the last sound of the word table.
- Choose a word so that the first sound is [K], and the last sound is [A].
— Invite your child to name an object in the room with a given sound. For example: What ends with [A], what starts with the sound [C], in the middle of the word the sound [T], etc.
Option: The same task with pictures from the lotto or a plot picture. Illustrations may be used.
7) Game “ Loto Sounds”
Task: to train children in determining the location of a given sound in a word.
Equipment; stripes divided into 3 parts, indicating the beginning, middle and end of the word; object pictures with words for certain sounds.
Description. The child examines and names the picture with the given sound, then places it on the first, second or third square in the strip, depending on its location in this word. For example, a child is given pictures with the sound [K]. On the strip they are arranged in squares in the following sequence: cat - board - poppy.
Game "Who has more words?"
Task: teach children to find words in a picture or come up with words with a given sound. Equipment:
a picture in which many objects with a given sound are collected.
Description. You can play with one child or with a group of children.
An adult shows a plot picture (for example, “Forest”) and invites the child to find as many words with a given sound in it as possible.
For each word the child receives a chip. The one who collects the most chips wins.
9) Game " True or False "
Objective: teach children to hear sounds correctly.
Description. The adult shows the child a picture and names the object, replacing the first letter (forota, korota, morota, gate, porota, horota). The child’s task is to raise his hand when he hears the correct pronunciation.
10) Game “ Match the Sound ”
Objective: to train children in repeating and memorizing whole words.
Equipment: pictures depicting the words that should be obtained.
Description: An adult lays out pictures in front of the child and names words in which the first sound is omitted. The child must find this word from the pictures and name it. For example, (h)amok, (k)oshka, (k)artina, (p)latier, (v)agon, etc.
Methodology for teaching sound analysis of words to children of senior preschool age. - presentation
Methodology for teaching sound analysis of words to children of senior preschool age
Contents: Didactic material Didactic material. Methodical teaching techniques Methodical teaching techniques. Introducing vowel sounds. Introducing consonant sounds. (hard and soft)Introduction to consonant sounds. Working with the sound circuit. Consolidating the skill of sound analysis of words Consolidating the skill of sound analysis of words.
Contents: (cont.) Introducing the impact sound Introducing the impact sound. Game exercises Game exercises. Literature Literature. Check yourself Check yourself.
Sound analysis of a word means determining the order of sounds in a word, establishing the distinctive role of sound, and the main qualitative characteristics of sound.
What methodological techniques make the process of teaching sound analysis attractive to a preschool child?
Didactic material Pictures with sound diagrams Handouts Demonstrations
Chips - sounds Demonstration Handouts 6 cm. 10 cm Set for each child 2 cm 2 cm. 4 of each color (black -1)
Sound cards Demonstration Handouts 40 cm. 15 cm. 2.5 cm 2.5 cm.
Subject pictures
Methodological teaching techniques The teacher pronounces words with intoned emphasis on the first sound. Children, following the teacher, pronounce the word in the same way, moving their pointers along their patterns and holding the pointers on the pronounced sound. Places a gray chip in the first cell. The teacher names the first sound, as it is heard in the word.
Determining the sequence of sounds in a word You need to identify the sequence of sounds by repeatedly pronouncing the word with sequential intonation of each sound. RRRAK RAAAK RA K
Representing a word in the form of a model A picture-scheme of its sound composition makes it possible to really imagine a word. A drawing-object is placed on it, under which there are a number of cells that are sequentially filled with chips (first gray, then colored). The number of cells corresponds to the number of sounds in the word.
Acquaintance with vowel sounds Sounds during the formation of which air passes freely (nothing “interferes” with it - neither lips, nor teeth, nor tongue) are called vowels. Children find such sounds in the three sound words analyzed previously.
Sound analysis of the word BOW When determining the vowel sound, lay out a red chip. Children learn that there are 6 vowel sounds in the Russian language [a] [o] [e] [i] [s] Children, with the help of a teacher, “check” all the sounds by pronouncing them and observe whether anything in their mouth is bothering them their pronunciation. [y]
Introducing consonant sounds (hard and soft) The hard consonant sound “big brother” is indicated by a blue chip. The soft consonant sound “little brother” is indicated by a green chip. Sounds during the formation of which air does not pass freely and encounters obstacles are called consonants
Sound analysis of the word MOON How many sounds are in the word MOON? 4 How did you know? Four cells under the picture. Pronounce the word so that the first sound is clearly heard. When we pronounce it, our tongue gets in the way. L is a hard consonant sound, denoted by a blue chip.
Familiarization with soft consonant sounds Sound analysis of the word FOX Pronounce the word so that the first sound is clearly heard. LLLISA Sound L - “big or little brother”? Small. The sound Ль is a soft consonant sound, we denote it with a green chip. Next, the word is analyzed by analogy.
Working with the sound chart Children read the word by pointing under the sound card, recording each sound. According to the instructions, sound chips are removed. Remove the sound Къ Remove the first sound, call it -НН Remove the hard consonant sound. Remove the first vowel sound, call it - And Remove the second sound And
Strengthening the skill of sound analysis of words
Sound analysis of the word YULA Extend the first sound in the complete word. Name the first sound in the word. What is he like? What kind of chip do we denote? Name the second sound in the word. What is he like? What kind of chip do we denote? Name the third sound in the word. What is he like? What kind of chip do we denote? Name the fourth sound in the word. What is he like? What kind of chip do we denote? Read the entry.
Familiarization with the stressed sound Perform a sound analysis of the word GUSI Name the vowel sounds of How many syllables are in the word? Two Which? GUSI Name the stressed syllable GU Say the word with the accent GUUUSI and
In a stressed syllable, the vowel sound is pronounced protractedly. The teacher reads the word with emphasis synchronously moving the pointer under the diagram. Children repeat The teacher says GUSIIIIGUSIIII Which sound is highlighted? And How to say it correctly? GUUUSI The vowel sound in a stressed syllable is called stressed, which is pronounced more drawn out in the word. A stressed vowel sound is indicated by a black chip.
Game exercises Why did you decide this? 1 2 Match the diagrams to the pictures
Perform a sound analysis of the word BEETLE Change the diagram so that you get the word BEETLES Change the scheme
Perform a sound analysis of the word MOUSE Change the diagram so that you get the word BEAR
Match the words to the diagrams Vegetables, fruits
Literature: Teaching preschool children to read and write / L.E. Zhurova, N.S. Varentsova, N.V. Durova, L.N. Nevskaya / Ed. N.V. Durova.-M., 2001
Test yourself Which word does the diagram go to?
WRONG!
RIGHT!
Examples of performing sound parsing of a word
Let's look at a few examples to clearly demonstrate the features of sound analysis of a word:
Example No. 1. The word "boy"
Let's do a sound test on the word "boy":
This word has two syllables – “mal” and “chik”, the stress here falls on the first syllable.
This word has seven letters and six sounds
Example No. 2. The word "logic"
This word consists of three syllables: lo-gi-ka. The stress here falls on the first syllable.
The word is transcribed as follows: [logic]
In this word the proportional number of letters and sounds is six.
Example No. 3. The word "efficiency"
This word consists of four syllables, namely e-effe-cti-ness. The stress here falls on the third syllable.
Transcription of the word is as follows: [ef':ikt'ivnast']
The word efficiency has thirteen letters and eleven sounds.
Examples of sound-letter parsing
Baggage [bagash] - 2 syllables, 5 letters, 5 sounds.
b [b] – consonant, paired, voiced, hard;
a [a] – vowel, unstressed;
g [g] – consonant, paired, voiced, hard;
a [a] – vowel, stressed;
zh [sh] – consonant, paired, deaf, hard.
Rye [rosh] – 1 syllable, 4 letters, 3 sounds.
p [p] – consonant, unpaired, voiced, hard;
o [o] – vowel, stressed;
zh [w] – consonant, paired, deaf, hard;
b [-]
I [y'a] - 1 syllable, 1 letter, 2 sounds.
i [th'] – consonant, unpaired, voiced, soft;
[a] – vowel, stressed.
Her [y'i y'o] - 2 syllables, 2 letters, 4 sounds.
e [th'] – consonant, unpaired, voiced, soft;
[i] – vowel, unstressed;
е [й'] – consonant, unpaired, voiced, soft;
[o] – vowel, stressed.
Spruce [y'el'] - 1 syllable, 3 letters, 3 sounds.
e [th'] – consonant, unpaired, voiced, soft;
[e] – vowel, stressed;
l [l'] – consonant, unpaired, voiced, soft;
b [-]
Hedgehog [y'ozhyk] – 1 syllable, 4 letters, 5 sounds.
е [й'] – consonant, unpaired, voiced, soft;
[o] – vowel, stressed;
zh [zh] – consonant, paired, voiced, hard;
and [s] – vowel, unstressed;
k [k] – consonant, paired, voiceless, hard.
Night [night'] - 1 syllable, 4 letters, 3 sounds.
n [n] – consonant, unpaired, voiced, hard;
o [o] – vowel, stressed;
h [h'] – consonant, unpaired, voiceless, soft;
b [-]
Lunch [ab'et] - 2 syllables, 4 letters, 4 sounds.
o [a] – vowel, unstressed;
b [b'] – consonant, paired, voiced, soft;
e [e] – vowel, stressed;
d [t] – consonant, paired, voiceless, hard.
Ring [kal'tso] - 2 syllables, 6 letters, 5 sounds.
k [k] – consonant, paired, voiceless, hard;
o [a] – vowel, unstressed;
l [l'] – consonant, unpaired, voiced, soft;
b [-]
ts [ts] – consonant, unpaired, voiceless, hard;
o [o] – vowel, stressed.
Seagull [ch'ay'ka] - 2 syllables, 5 letters, 5 sounds.
h [h'] – consonant, unpaired, voiceless, soft;
a [a] – vowel, stressed;
th [th'] – consonant, unpaired, voiced, soft;
k [k] – consonant, paired, voiceless, hard;
a [a] – vowel, unstressed.
Protect [b'irech'] - 2 syllables, 6 letters, 5 sounds.
b [b'] – consonant, paired, voiced, soft;
e [i] – vowel, unstressed;
p [p'] – consonant, unpaired, voiced, soft;
e [e] – vowel, stressed;
h [h'] – consonant, unpaired, voiceless, soft;
b [-]
June [iy'un'] – 2 syllables, 4 letters, 4 sounds.
and [and] – vowel, unstressed;
yu [y'] – consonant, unpaired, voiced, soft;
[u] – vowel, stressed;
n [n'] – consonant, unpaired, voiced, soft;
b [-]
Lighthouse [may'ak] – 2 syllables, 4 letters, 5 sounds.
m [m] – consonant, unpaired, voiced, hard;
a [a] – vowel, unstressed;
i [th'] – consonant, unpaired, voiced, soft;
[a] – vowel, stressed;
k [k] – consonant, paired, voiceless, hard.
Autumn [os'in'] - 2 syllables, 5 letters, 4 sounds.
o [o] – vowel, stressed;
s [s'] – consonant, paired, voiceless, soft;
e [i] – vowel, unstressed;
n [n'] – consonant, unpaired, voiced, soft;
b [-]
To live [zhyt'] - 1 syllable, 4 letters, 3 sounds.
zh [zh] – consonant, paired, voiced, hard;
and [s] – vowel, stressed;
t [t'] – consonant, paired, voiceless, soft;
b [-]
Russia - [ras'ii'a] - 3 syllables, 6 letters, 6 sounds.
p [p] – consonant, unpaired, voiced, hard;
a [a] – vowel, unstressed;
s [s'] – consonant, paired, voiceless, soft;
and [and] – vowel, stressed;
i [th'] – consonant, unpaired, voiced, soft;
[a] – vowel, unstressed.
It is not so easy to correctly write down the sounds that make up a word. To do this you need to know, understand and remember a lot. I hope that the article helped you understand how to do phonetic analysis of words.
You may find Russian language cards useful, each of which includes a task for sound-letter word analysis.
Russian language cards
As a gaming material, I suggest downloading a game that helps automate reading and writing skills and develops sound pronunciation and sound perception. The game also helps to expand vocabulary, develop coherent speech, memory and attention. The game will be interesting and useful for both preschoolers and primary schoolchildren.
See also: “Analysis of words by composition”
Sincerely, Olga Naumova
Consonants
There are 21 consonants in the Russian language. And there are 36 consonant sounds. How is this possible? Let's figure it out.
Among consonant sounds there are 6 pairs according to the voicing of deafness:
[B] [V] [D] [D] [F] [Z] – paired voiced consonants
[P] [F] [K] [T] [Sh] [S] – paired voiceless consonants
Paired sounds are indicated by different letters, but are read as a voiced or unvoiced sound depending on their position in the word.
There are unpaired consonant sounds in the Russian language:
[L] [M] [N] [R] [Y'] – unpaired voiced consonant sounds
[Х] [Ц] [ Ч'] [Ш'] - unpaired voiceless consonants
You also need to know:
[Zh] [Sh] [Ts] – always hard sounds
[Ч'] [Ш'] [И'] – always soft sounds
b, b – they don’t make a sound. They only indicate the hardness (b) or softness (b) of the consonant sound preceding it.
